Specific Teaching Methodology Research Articles

Understanding the impact of national learning camps: Teacher volunteers experiences, teaching methods, challenges, and student learning outcomes

This study presents a comprehensive analysis of thematic data from the National Learning Camp, aiming to discern pivotal aspects related to teacher volunteers' experiences, the effectiveness of teaching methodologies employed, challenges encountered, and the consequent effect on student academic achievement. Thirty-seven (37) teacher volunteers participated in the said camp, one hundred seventy-two (172) learner participants joined, and thirty (30) were respondents. This study uses five thematic analyses; distinct camp dimensions were explored and evaluated. It delved into the experiences of teacher volunteers, revealing an overall positive sentiment but also highlighted dissatisfaction concerning the learning environment and aspects of content delivery. That focused on the efficacy of collaborative teaching methods, showcasing positive impacts on various student learning domains. However, discrepancies emerged in perceptions about the extent of improvement, suggesting areas for further development in future iterations. Centered on learning engagement, highlighting the effectiveness of specific teaching methodologies, such as group discussions and hands-on exercises, while acknowledging the need for refinement and diversification of approaches to enhance participant satisfaction. They outlined the spectrum of challenges faced during the camp, encompassing logistical issues, collaboration difficulties, and concerns about content relevance. Varying perceptions among participants reflected diverse experiences. This demonstrated the National Learning Camp's predominantly positive influence on students' learning outcomes, although divergent views emerged regarding the extent of improvement, especially in critical thinking skills. In conclusion, while the National Learning Camp exhibited numerous positive impacts and experiences, it also revealed dissatisfaction, diverse perceptions, and challenges educators and students face. Addressing these concerns and refining educational approaches will be pivotal in enhancing the overall positive impact and effectiveness of similar educational programs for all involved participants.

Empowering Students to Thrive: The Role of CT and Self-Efficacy in Building Academic Resilience

The relationship between computational thinking (CT) and academic self-efficacy for building students’ academic resilience—a trait crucial for problem-solving, peer relationships, and confidence development—was investigated. A mixed-methods approach was employed in a study involving 60 participants; half were given CT instruction and half were instructed traditionally. Quantitative data were analyzed using analysis of covariance and path analysis, while MAXQDA software was employed for qualitative interview data. The study found a positive correlation between CT instruction and academic self-efficacy with increased academic resilience, particularly in the experimental group, and identified key factors contributing to resilience. This study demonstrates the effectiveness of computational thinking (CT) and academic self-efficacy in enhancing academic performance, offering a new understanding of how these elements can be integrated into education to boost student resilience. It establishes a direct empirical link between CT instruction and increased academic self-efficacy, underscoring the value of specific teaching methodologies in fostering resilience. The findings are significant for educators, policymakers, and stakeholders in developing strategies to enhance students’ academic and personal success, thereby promoting their overall well-being. Recognizing the importance of CT and self-efficacy paves the way for customized educational programs that effectively support and empower students to thrive.

Environmental Education and Literary Reading: A strategic pedagogical approach to the teaching-learning process

Right to be observed in the educational process and especially in basic education, Environmental Education is a transversal theme to the school curriculum that requires specific teaching methodologies. Based on this assumption, the present study aimed to investigate the use of literary reading mediation in the pedagogical making to the teaching of Environmental Education in the classroom, even because literature is also a basic right and a formative and informative tool. This is a bibliographic research of qualitative approach and exploratory purpose, which made use of narrative review through the technique of Thematic Analysis of Braun and Clarke (2006). As a result, it was verified that, besides constituting recognized basic rights, Environmental Education and Literature can intersect for the instrumentalization of a cohesive teaching-learning process aimed at human, social, political and emancipatory formation, which meets the principles and objectives legally provided for such a transversal field of education.

Intercultural And Professional Skills in Student Mobility to Boost Employability

The internationalisation of higher education institutions is mainly focused on mobility programs. Increasingly programs try to improve the intercultural learning of their students through internationalising their curriculum and assessing their intercultural experiences. The purpose of this research was to evaluate the acquisition of intercultural competence and professional skills of higher education students during a specific short Erasmus+ mobility program. Thirty-two students came from four different countries and fields of study: Spain, Belgium, France, and China. A specific teaching methodology was used to promote the development of intercultural and professional competencies. A mixed methods approach was developed to collect data. The results showed that the students acquired intercultural competence and important professional skills. They improved their awareness of the importance of working in multicultural teams and settings; for 100% of them, this was just the first step in a developmental process. The participants reflected on their intercultural learning experiences and learned how to reflect and learn about intercultural and professional misunderstandings using coping mechanisms to face these issues.

Curriculum and teaching methodologies that effectively refine DNP students' project proposals.

Despite early and continuing development of guidelines and frameworks by scholars and others, including AACN, to streamline the DNP project process, incorporation of DNP project resources into educational practice remains impeded. To share a curricular innovation and specific teaching methodologies aimed at refining DNP students' project proposals. Faculty developed a new DNP project proposal course utilizing low stakes writing assignments with feedback to elevate student learning and performance. Midterm evaluation allowed students to provide feedback and faculty to make course or assignments changes. End-of-course evaluation score showed the new course was above the overall college mean. The new course was associated with an increased number of successful DNP project defenses over previous methods. Implementing a structured DNP project proposal course is a successful and sustainable strategy and results in a streamlined approach and a more manageable pathway to complete DNP projects.

Nonnative Teachers’ and Observers’ Evaluation of Teachers’ Teaching Quality: Perceptual Convergences and Divergences in Postobservation Conferences

One of the major purposes of observation is the improvement of instruction. In fact, observers evaluate teachers’ teaching quality and negotiate their critical comments with teachers in postobservation conferences. This paper was an attempt to investigate and compare Iranian EFL teachers’ and observers’ evaluations of teachers’ teaching quality. Specifically, we attempted to figure out any possible perceptual matches and/or mismatches between teachers and observers concerning teachers’ teaching quality. To this end, postobservation conferences between three Iranian EFL observers (one female and two male) and 11 Iranian EFL teachers who worked at a language institute in Iran were audio-recorded, transcribed, and analyzed. Our findings indicated that two major themes were recurrent vis-à-vis observers’ evaluations; that is, their evaluations were mainly based on the specific teaching methodology of the institute as well as teachers’ and learners’ pronunciation and intonation. Three perceptual matches were found: teachers’ agreement with the observers’ comments regarding teaching methodology, pronunciation and stress patterns, as well as teachers’ general information. Furthermore, three major perceptual mismatches were found when teachers disagreed with the observers’ comments regarding teaching methodology, pronunciation and stress patterns, and teachers’ time management. Finally, our findings indicated that most of such perceptual mismatches were resolved through the dialogic interaction that occurred between the observers and teachers. A practical implication is that holding such postobservation conferences is of utmost importance as they might be mutually beneficial for both observers and teachers.

Development of critical thinking skills of undergraduate students throughout the 4 years of nursing degree at a public university in Spain: a descriptive study

ObjectiveTo analyse the critical thinking skills of students enrolled in the four academic years of the nursing degree at a public university belonging to the European Higher Education Area.DesignCross-sectional, quantitative,...

Atividade didática a partir da temática serpentes: um desafio para a formação inicial de pedagogos

Resumo: Os professores polivalentes que atuam nos anos iniciais do ensino fundamental têm poucas oportunidades de aprofundar o conhecimento científico e as metodologias de ensino específicas da área de ciências naturais em cursos de pedagogia nas instituições de ensino superior. Nesse contexto, esta pesquisa tem como objetivo demonstrar a importância de uma atividade didática a partir da temática serpentes, visando sua discussão e a reflexão na formação inicial de pedagogos a fim de favorecer o ensino de ciências. A pesquisa de natureza qualitativa desenvolveu-se durante o primeiro semestre de 2019 em uma disciplina intitulada ‘Ensino de Ciências na Educação Infantil e Anos Iniciais do Ensino Fundamental’, ofertada para acadêmicos do curso de pedagogia. Os dados foram coletados por meio de rodas de conversa e do diário de campo do professor/pesquisador e foram avaliados a partir da análise de conteúdo. A partir das problematizações que emergiram no decorrer da atividade, foram esclarecidas as limitações conceituais relacionadas à temática serpentes. Acredita-se que a problematização dessas limitações pode auxiliar os licenciandos a desenvolver uma prática pedagógica embasada na reflexão e nos conhecimentos adquiridos durante a realização deste estudo. Palavras-chave: Pedagogia. Formação inicial. Atividade prática.

As condições de trabalho do professor de Ciências em classes multiano em uma escola do campo

Este artigo tem por objetivo discutir as condições de trabalho do professor de Ciências Naturais, em classes multiano, em escolas do campo. A metodologia utilizada neste estudou pautou-se em pesquisa qualitativa. As técnicas de coletas de dados foram as observações diretas intensivas nas aulas da disciplina de Ciências e entrevistas semiestruturadas, realizada na Escola Municipal de Ensino Fundamental Sonho de Criança, localizada no município de Pacajá/PA. A entrevista foi realizada com o único professor da disciplina de Ciências , com a coordenadora pedagógica e com o diretor de ensino, sendo que os dois últimos atuam na Secretaria Municipal de Educação e orientam os trabalhos docentes na escola. Os dados revelaram as condições de precarização em que o professor vem passando na classe multiano e as dificuldades enfrentadas para trabalhar os conteúdos de ciências em uma turma composta por séries diferentes, devido à falta de recursos didáticos adequados e em quantidade suficiente para a realização do seu trabalho docente. Concluímos que o trabalho do professor de Ciências nessa classe tem-se pautado na utilização do modelo seriado urbano de ensino, havendo a necessidade de inclusão nas escolas desse município de metodologias de ensino específicas para classes multiano, que favoreçam o ensino-aprendizagem e facilite a atuação do docente em sala de aula.
 Palavras-chave: Educação do Campo, Classe Multiano, Ensino de Ciências, Metodologia de Ensino.
 The working conditions of the Science teacher in various years in a rural school
 ABSTRACT. This article aims to discuss the working conditions of the Professor of Natural Sciences, in classes of several years, in rural schools. The methodology used in this study was based on qualitative research. The data collection techniques were intensive direct observation in science classes and semi-structured interviews, conducted at the Municipal School of Primary Education Sonho de Criança, located in the municipality of Pacajá/PA. The interview was conducted with the only teacher of the Science discipline, with the pedagogical coordinator and the director of education, the last two work in the Municipal Department of Education and guide the teaching work in that school. The data revealed the precarious conditions in which the teacher has been going through the class of several years and the difficulties faced to work with science content in a class composed of different grades, due to the lack of adequate didactic resources and in sufficient quantity to carry out your teaching work. We conclude that the work of the science teacher in this class has been based on the use of the serial urban teaching model, with the need to include specific teaching methodologies for classes of various classes in the schools of this municipality, which favor teaching-learning and facilitate the performance of the teacher in the classroom.
 Keywords: Rural Education, Multi-class; Science Education, Teaching Methodology.
 
 Las condiciones de trabajo del profesor de Ciencias en clases varios años en una escuela rural
 RESUMEN. Este artículo tiene como objetivo discutir las condiciones de trabajo del profesor de Ciencias Naturales, en clases de varios años, en escuelas rurales. La metodología utilizada en este estudio se basó en la investigación cualitativa. Las técnicas de recolección de datos fueron la observación directa intensiva en clases de ciencias y entrevistas semiestructuradas, realizadas en la Escuela Municipal de Educación Primaria Sonho de Criança, ubicada en el municipio de Pacajá/PA. La entrevista se realizó con el único maestro de la disciplina de Ciencias, con el coordinador pedagógico y con el director de educación, los dos últimos trabajan en el Departamento Municipal de Educación y guían el trabajo de enseñanza en esa escuela. Los datos revelaron las condiciones precarias en que el maestro ha estado pasando por la clase de varios años y las dificultades enfrentadas para trabajar con contenido de ciencias en una clase compuesta por diferentes grados, debido a la falta de recursos didácticos adecuados y en cantidad suficiente para llevar a cabo su trabajo de enseñanza. Concluimos que el trabajo del profesor de ciencias en esta clase se ha basado en el uso del modelo de enseñanza urbana en serie, con la necesidad de incluir metodologías de enseñanza específicas para clases de varias clases en las escuelas de este municipio, que favorecen la enseñanza-aprendizaje y facilitan el desempeño del profesor en el aula.
 Palabras clave: Educación Rural, Multi-clase, Enseñanza de Ciencias, Metodología de la Enseñanza.

Face-to-Face vs On-line: An analysis of Profile, Learning, Performance and Satisfaction among Post Graduate Students

The aim of this study is to explore the differences between face-to-face and on-line students in a post graduate education program. The variables considered are Post Graduate Student's profile, competences and learning outcomes, academic performance and satisfaction. The sample was composed by 47 students (64% face-to-face). Analysis of variance (ANOVA) and student's t utilizing SPPS Statistics 22.0 were performed. Results showed differences in all variables: (i) Regarding student profile, face-to-face students were younger and from a broader range of nationalities; (ii) Both students' profiles showed positive and significant differences between their pre-post competences, learning outcomes and self-evaluation scores in several of the programs courses. Moreover, there were significant differences when considering specific courses and profiles; (iii) Face-to-face students obtained better grades in 4 out of 7 courses of the post graduate program; (iv) Finally, face-to-face students reported higher satisfaction and a more positive perception of the teaching methodologies utilized than on-line students. Theoretical and practical implications are discussed to improve specific teaching methodologies for on-line students.

Revisiting Language Learning Through the Self: Discovery Learning in the 21st Century

In such countries as Turkey, where EFL (English as a Foreign Language) is the basic language teaching policy, the incorporation of grammar into language teaching has proven to be a must. However, to eliminate the concerns that revitalizing grammar in language classrooms might be resuming to traditional classrooms, the methodology to be adopted seems to be of vital importance. This paper aims to characterize a corpus based discovery learning procedure, in which learners are subjected to specific questions and experiences in such a fashion as to discover a given concept. This study offers a procedure that uses the Corpus in the classroom to teach a pre-determined grammar focus item.Unlike traditional ways, with this approach, learning can be facilitated through a specific teaching methodology, arousing a curiosity as well as posing a challenge. Thus, while the language focus is not limited to a discreet grammatical item, it is presented in a context, mainly sketched by corpus linguistics.The course methodology suggested in this article could inspire new insights into teaching lexico-grammar in EFL contexts by utilizing the facilities of ICT (Information and Communications Technology).

<b> O professor da Educação Especial e o processo de ensino-aprendizagem de alunos com autismo</b>

http://dx.doi.org/10.5902/1984686X5833O presente trabalho tem como tema o autismo, e buscou verificar como ocorre o processo de ensino-aprendizagem de alunos com autismo em uma escola de educação especial. O Autismo infantil é hoje classificado como um dos “Transtornos Globais do Desenvolvimento (TGD)” e é caracterizado por um comprometimento grave e global em diversas áreas do desenvolvimento, como nas habilidades de interação social recíproca, habilidades de comunicação e presença de estereotipias de comportamento, interesses e atividades. Esse trabalho teve como objetivo identificar a metodologia de ensino utilizada com crianças com autismo na educação especial e verificar em que aspectos essa metodologia auxilia no processo de ensino-aprendizagem desses alunos. Para tal, participaram da pesquisa uma professora especialista e três alunos com autismo de uma Escola de Educação Especial localizada no interior do Estado de São Paulo. Para a coleta de dados foram realizadas 19 observações de atividades realizadas pelos alunos com autismo em sala de aula e aplicada uma entrevista semi-estruturada à professora especialista. Os resultados demonstraram que a professora especialista não utiliza nenhuma metodologia de ensino específica para auxiliar no processo de ensino-aprendizagem desses alunos, apesar de existirem algumas metodologias específicas para crianças com autismo, que são empregadas em escolas de educação especial. Assim, verifica-se uma lacuna no processo de ensino por parte da professora e uma incerteza quanto ao processo de aprendizagem desses alunos com autismo, nessa instituição. Palavras-chave: Autismo, Educação Especial, Ensino.

Sustainability in the Architectural Design Studio: A Case Study of Designing On‐Campus Academic Staff Housing in Konya and Izmir, Turkey

AbstractIt is important to engender a 'sustainable’ architectural consciousness in the students who will be the next generation architects. In architectural education, design decisions taken during the early phases of the design process play an important role in ensuring concern for the sustainability issue. But, in general, all discussions about the site that have been held since the beginning of the semester get forgotten, and at the end of the design process students usually create projects that ignore the site criteria.In this article, a specific teaching methodology which supports the sustainability issue in the design studio is presented as a teaching/learning experience. The article is an overview of the design studio process illustrated by a case study on academic staff campus housing in Konya and İzmir, Turkey.To solve the same problem with the same brief in different regions requires developing sensitivity to climate issues. The resulting product is good evidence that teaching about sustainability in the design studio is effective.

Teaching Human Sexuality in Social Work: The Neglected Curriculum

The article develops a case for the teaching of human sexuality within the social work curriculum on the grounds that it is a central part of life, that sexual functioning in one way or another affects everyone, and that social workers have to deal with problems and issues in this area for which they have little training. The objectives, content, and specific teaching methodologies used in the elective Human Sexuality and Social Work Practice at the School of Social Work, University of New South Wales are outlined. It is further argued that a special approach to the teaching of this subject is of equal importance to the content itself. Finally, the author hopes this article will break the apparent ‘conspiracy of silence’ surrounding the need to acknowledge that social work needs special courses on human sexuality in professional schools in this country.

Assessing the Impact of a Course on Student Attitudes and Knowledge

One of the more interesting and under researched questions concerning university teaching deals with the impact courses have on students’ cognitive knowledge and attitudes. While considerable attention has been devoted to “how to” increase cognitive knowledge, there have not been many attempts to study such changes in regularly taught courses. In similar fashion, there have been a variety of attempts to study attitudinal changes, but these attempts have often been unassociated with specific teaching methodology or course design. For instance, the political socialization literature has dealt with attitude formation and attitude change in college age youth, but there was little concern for the impact a specific course might have on those attitudes.